THE GENDER DISPARITIES IN PHYSICS EDUCATION AMONG SENIOR SECONDARY SCHOOLS STUDENTS IN SOME SELECTED SCHOOLS IN KATSINA METROPOLIS.

Abstract This study the gender disparities in physics Education among senior secondary schools students in some selected schools in Katsina Metropolis. The research examines the availability and utilization of resources, students' perceptions, participation levels, and the socio-cultural factors affecting male and female students in their engagement with physics. A structured questionnaire was distributed to 200 students across five schools, ensuring a balanced representation of genders. Data collected were analyzed using frequency tables and percentages to highlight disparities in access to qualified teachers, laboratory sessions, and textbooks, as well as differences in interest, confidence, and participation in physics classes. The findings reveal significant gender-based differences, with male students generally demonstrating higher participation and confidence levels than females. Furthermore, cultural norms and stereotypes were identified as key barriers to female students’ full engagement with physics education. Recommendations were provided among them are enhance female students interest in physics through extra-curricular activities such as science clubs, physics competition interactive workshops for female students, similarly promote Gender sensitive teaching practice that encourage equal participation of male and female students in physics.